The Skee Ball game has always been my favorite arcade game because I played it many times in my childhood and it still entertains me. The point system of this game is not the simplest at first, but the more the game sucks you in, you keep track of the times you get the ball in the holes. The core rules of this game are to get the ball in the highest hole because that’s where you gain the most points. But, the tricky and frustrating part is actually making the shot. My aim has never been the greatest, so this game is still quite challenging for me. This game keeps me focused and determined which I enjoy and it’s also good to practice the throwing technique needed to win.
To modify this arcade game into an educational game, I can change the rules by having the children keep track of the amount of points they are winning on a piece of paper to add or subtract their points or instead of numbers change the categories to words with different endings to learn and on the ball write another word with similar ending to make the ball in the correct word hole. This game can make students competitive because they will be having to keep up with points to be able to win. This arcade game can be turned into many math related games for different grade levels and it will keep them thinking!
As a class, we got to travel to Chuck E. Cheese to explore the gaming world. Because it was my first time at the arcade, I took it upon myself to be a big kid first and play some games before I came to focus on the assignment.
You may have seen this game in some of our other classmates’ blogs. I chose Treasure Quest which was one of the games based on luck. The player will insert a token for a chance to spin. The goal of the game is to get the maximum number tickets possible. In this game, 100. With the help of the Professor’s counting technique, we came to figure out that there is only about a 1 in 50 chance of having the cursor land on the big prize. I played about 5-6 times and the most I got was 25 tickets. Hey! It’s better than 1.
It is hard to suggest possible mechanic and rule changes to such a simplistic game. This is something I had a hard time with because I didn’t want to suggest some of the same rules my classmates came up with. Instead, I wanted to bring something new to the table. Look forward to me editing my post! I will think of something, something good hopefully!
Our visit to Chuck E Cheese turned out to be lots of fun! By playing the games, I was able to get great ideas on creating educational games. I found a game called Sea Quaizy, that I thought was entertaining and simple to play. Although I enjoyed playing other games too, I chose this one to modify because it seemed like it could be a fun educational game as well.
Me playing Sea Quaizy
Sea Quaizy To play the game, you have to insert a coin in the slot. A small ball is elevated up by springed coils, after you press the button, the ball rolls down a ramp that guides it down to the bottom of the “sea”. As the ball makes its’ way down the ramp it starts spinning 3 starfish. The starfish have 5 different colored rays/arms. The player then proceeds to stop the starfish on the same colored rays/arms by pressing the button 3 times. At the bottom of the “sea” the ball passes underneath an octopus. The octopus has various point values on each of its 8 arms. Whatever point value lights up when the ball passes underneath an arm is the number of tickets awarded to the player. This game is based on luck and the outcome is random. I got LUCKY three times!
My modification to Sea Quaizy will be geared towards 4th-5th graders. I’m not sure exactly how I will create this game…some ideas that I have are putting fractions (1/2, 1/4 etc.) on 1 spinning circle, on another circle put percentages of what the fractions equal (50%, 25% etc.) The goal of the game would be to match the fraction with the percent. I would divide my students into two equal groups and they will each have a turn at spinning the wheel. Whatever fraction the wheel lands on, the student has to tell me the percentage of that fraction. They will get 1 point if they answer correctly. Then they will have a try at spinning the percentage wheel, if it lands on the correct percentage of their fractions they get two more points. If they don’t give me the correct percentage answer after the first spin, they won’t get any points and the other team will have their turn.
Since I plan on teaching children with special needs, it is known that they learn at a faster rate through visual queues and play. Children learn best through playing because fun activities help to increase their level of focus (an interesting article on learning through play). Trying to teach them fractions through a game will help them to memorize the percent of fractions.
The game I liked best (even though it wasn’t working properly) was the Football 2 Minute Drill. The mechanics of the game were pretty simple: put in token and game starts. A conveyor belt brings the footballs to you and you must toss the balls into 3 different sized holes. The smaller hole is more points. The game continues for 2 minutes.
I would modify this game to suit a K-12 lesson by changing the rules and objectives. I would create more holes in which the ball would be tossed through, and designate them with different numbers. Students would have to answer a math question correctly in order to receive a chance to score more points by throwing a football through a hole. Example:
Question: what is 2 X 3?
Answer: 6 (If answered correctly the student receives 1 point for his/her team)
The student would then have to toss the ball in the hole designated “6”. If successful, they would score additional points for their team.
Today our class went to Chuck E. Cheese to gather ideas about our final project, which is to build an educational arcade. The trip was fun and we played with most of the arcade games there. A particular game that caught my attention was the game called Treasure Quest. Here is a video of the game.
The game was very easy to play, all a player must do is: Insert a coin, spin the wheel, and the number where the wheel stops is the number of tickets the player gets. The goal of the game is to have the spinning wheel stop at the highest number possible (a number from 1-100). In the video above, I inserted a coin, other enthusiastic players spun the wheel for me and when the wheel stopped at the number one, the game gave us a single prize ticket for our efforts.
After playing the game many times, I decided to make some modifications to make the game appeal to a K-12 classroom. First, instead of having to put coins in the machine to have a chance to play, in my modification, the teacher chooses a player from a urn containing all the names of the students in the classroom. Second, Instead of spinning the wheel for numbers that represent ticket points, the student would spin the wheel for numbers that represent extra-credit points (numbers from 1 through 10). In order to earn the extra credit points, the student would have to correctly answer a question, administered by the teacher, from material recently covered in class.
Playing the arcade game was fun but modifying the game for K-12 was much more satisfying. An arcade game linked to academic learning is a powerful tool for teachers in classrooms. Such games can be fun and enhance students learning at the same time.